This article describes the process by which the faculty of the Department of Leadership, Policy and Organizations at Vanderbilt University's Peabody College conceived and implemented a new doctoral program designed for senior education practitioners. The authors describe the organizational context in which decisions were made. Next, they explain the theoretical and philosophical underpinnings of the revised degree program. Then, specifics of the program curriculum and delivery are detailed. Finally, the article explores how the reconceptualized program is differentiated from the traditional research doctorate. At Vanderbilt, the Ed.D. is designed for mid-career professionals with an orientation to practice who seek a terminal degree and career advancement within their organizations. It is oriented toward solving problems of practice and takes as its goal placement of graduates into senior leadership positions within educational organizations.
This study examines institution-specifi c factors that are within the control of the advancement offi ce and that predict fundraising effi ciency and total dollars raised. Using data from the Council of Independent Colleges and IPEDS, fundraising outcomes are examined at private colleges in the United States. Most of the variables of interest are not statistically signifi cant, with the exception of staff size, which is positively correlated with dollars raised. Institutional age and endowment size positively affect dollars raised; student body size positively affects effi ciency.
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